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DOCUMENT RESUME JC 020 159 ED 462 094 Diablo Valley College (DVC) Accreditation Self Study. TITLE Diablo Valley Coll. Pleasant Hill, CA. INSTITUTION 2000-01-01 PUB DATE NOTE 257p. PUB TYPE Reports Descriptive (141) MF01/PC11 Plus Postage. EDRS PRICE *Accreditation (Institutions); Community Colleges; DESCRIPTORS *Institutional Evaluation; *Institutional Mission; Mission Statements; School Policy; *Self Evaluation (Groups); Standards; State Standards; Two Year Colleges *Diablo Valley College CA IDENTIFIERS ABSTRACT This is an institutional accreditation self-study from Diablo Valley College (DVC) in California. The 10 standards established by the Accrediting Commission for Community and Junior Colleges are as follows: (2) institutional integrity; (3) institutional (1) institutional mission; (5) student support and development; (4) educational programs; effectiveness; (6) information and learning resources; (7) faculty and staff; (8) physical (9) financial resources; and (10) governance and administration. resources; The report identifies DVC's application of these standards. For example, highlights from standard six include the results of a student survey regarding the college's computers. According to the survey, students think highly of the computers, giving them an average rating of 3.95 on a 5.0 scale. More than 75% of students were satisfied or very satisfied with the computer services on campus. The standard six committee did find, however, that students complained about the limited hours in the Computer Center. Findings from standard seven include faculty and staff respondents to a survey felt that the college had excessively relied on the use of part-time faculty, especially to replace full-time instructors. According to this report, however, the percentage of courses taught by full-time instructors has increased from 51% to 55% between fall 1999 and fall 2001. Accreditation recommendations are provided. (NB) Reproductions supplied by EDRS are the best that can be made from the original document. DIABLO VALLEY COLLEGE (DVC) ACCREDITATION SELF STUDY U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) O This document has been reproduced as received from the person or organization sly originating it. O Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. BEST COPY AVAILABLE 2 Page 1 of 7 Abstract of the Report DIABLOVALLEY COLLEGE Accreditation Seif-Study Abstract of the Report Accreditation Self-Study Welcome Message DVC Accreditation Self Study WASC web site Standards Standard One: Institutional Mission Draft Reports Diablo Valley College's mission statement and Supporting Documents philosophy statement were approved by the Committee Governing Board in 1999. Taken together, the mission statement and philosophy define the Timeline college's students, educational purposes, and its Other Colleges role in the community. Accreditation Webboard Midterm Report Update Since the previous accreditation site visit in 1996, the college also developed a Strategic Plan which Self Study Organization is guided by the mission of the college. This plan, Abstract of the Report developed by administrators, faculty, classified Background & Demographics staff, and students, incorporates both the spirit and intent of the mission statement and Planning Summary philosophy statement, and serves as the chief Accreditation Addendum planning document for the college for decision Accreditation Recommendations making and resource allocation. The mission statement should be more broadly disseminated to the college community and displayed prominently on the college website and in student planning materials. Standard Two: Institutional Integrity The catalog, schedule of courses, and college website document the college's course offerings, regulations, and policies. The information students and staff obtain from these sources is generally accurate and reliable and widely used by members of the college community; the website is not as complete as the college catalog and does not currently contain all the college policies. DVC remains committed to equity and diversity in program offerings and all college policies. Much has been accomplished in meeting the needs of the diverse community that attends and works at the college. However, there is not complete consensus about the implications of this commitment, and the campus community is conducting ongoing conversations about these critical issues regarding diversity. 2/12/02 http://www.dvc.edu/accreditation/reportabstract.htm Page 2 of 7 Abstract of the Report The Faculty Senate has developed a policy on academic integrity both defining the term clearly and establishling an equitable policy for its enforcement. The policy will be implemented after its approval by the President and Governing Board. Standard Three: Institutional Effectiveness The Office of Planning, Research, and Student Outcomes supports institutional planning, evaluation, and program review by providing accurate and timely data to the college. A new computer system, Datatel, has accounted for some of the problems the college has experienced obtaining reliable information; gradually, this system is being improved. Since the last accreditation site visit in 1996, the college has strengthened its planning processes by developing several planning documents, each of which includes cross-constituency participation: the Strategic Plan, the Enrollment Management Plan, the Partnership for Excellence Plan, and the Information Technology Plan. The college's Institutional Effectiveness Fact Book, published in its revised form in September 2001, will annually provide the college with data documenting both the college's achievements and baseline statistics by which to measure its institutional effectiveness. The program review process, it is generally agreed, is not as effective as it could be. Both faculty and administration have raised concerns about how well its purposes are being achieved, and what changes should be made to make the process more efficient and more effective. Standard Four: Educational Programs DVC's educational programs support the mission and philosophy of the college. DVC offers numerous programs and courses to fulfill the varied needs of its student body. Students who want to transfer to four-year institutions, learn vocational skills, prepare to take college-level courses, or extend their lifelong education are well-served by the college. The college also promotes a wide range of events and activities which enrich the entire community's cultural, intellectual, and recreational life. 4 2/12/02 http://www.dvc.edu/accreditation/reportabstract.htm Page 3 of 7 Abstract of the Report The Instruction Committee, a standing committee of the Faculty Senate, oversees the curriculum net,' tteselze. "%reset en enc. Le tut. CU us-us-lye 1(.41 vi s.ot1.4111..2 L1114 C.J.7.7.11 and courses meet transfer, vocational, and general education requirements consistent with the college's mission and goals. The college continues to make efforts to provide the most appropriate method of delivery of its courses. Since the last site visit, there has been considerable expansion in online course offerings, locations of courses, and alternative scheduling (including early morning and weekend courses as well as late-start and short-term courses). In addition, new programs (e.g. PACE, Puente), new vocational programs (e.g. multimedia), and expanded course offerings (e.g. learning communities, study abroad) reflect the college's commitment to meet the varied needs of the student body. Standard Five: Student Support and Development DVC offers a comprehensive program of support for its students. Throughout the day and evenings and on Saturdays, most students have access to the technological, academic, counseling, and co- curricular services that the college provides. The college offers a comprehensive range of additional services including assessment, financial aid, job placement and career services, and childcare. The One-Stop Center, opened in 2000, was immediately successful, serving over 2,400 students in its first year and providing tutoring, support groups, drop-in counseling, mentoring, service referral, and review of student progress. The college also provides a wide range programs designed to serve the needs of re-entry students, disabled students, international students as well as under-prepared and students from disadvantaged backgrounds. The college supports over thirty student clubs which reflect the diverse range of interests and backgrounds of its students. There remains an ongoing need to develop more student participation in clubs, student government, and participation in college committees and task forces. Standard Six: Information and Learning 5 2/12/02 http://www.dvc.edu/accreditation/reportabstract.htm Page 4 of 7 Abstract of the Report Resources The college has undergone significant changes since the last accreditation site visit. The remodeling of the library was completed in fall 2001 with an increased capacity for technology, meeting space, study space, classroom instruction, and information services. Also, the college now houses forty-three computer labs and each computer in the labs is installed with word processing programs, spreadsheets, anti-virus software, and Internet access. Full-time faculty all now have computers and access to the Internet and email in their offices. The college also offers extensive media services which include video tapes, DVDs, slides, films, CDs, and audio cassettes all designed for instructional use. The library, computer labs, faculty and administrative offices, and nearly all classrooms are wired with a high-speed network, and the use of technology to support educational programs continues to increase throughout the campus. The college staff expresses extreme satisfaction with the services provided by the library and its staff, and computer services have dramatically improved since the last site visit. The college will continue to face the maintenance needs that come with increased use of technology both in and out of the classroom. Standard Seven: Faculty and Staff Diablo Valley College has highly qualified faculty, classified staff, and administrators and continues to attract excellent candidates for new positions. The hiring process is rigorous and takes into account the need to for a diverse staff. Faculty positions are particularly prized in the teaching community. The evaluation processes for faculty, classified staff, and administrators are all prescribed by college or district policies, but are considered problematic by all constituent groups. The Staff Development Center and its professional development programs are highly regarded by all campus constituencies. The Staff Development Center oversees the NEXUS program for new tenure-track faculty, the FLEX program, which offers a wide spectrum of courses and workshops for the college community, and numerous workshops and drop-in hours during the school year to help staff improve their computer and 6 http://www.dvc.edu/accreditation/reportabstract.htm- 2/12/02 Page 6 of 7 Abstract of the Report staff, and major repairs are needed in numerous roofs, floors, heating and cooling systems, and parIKing lots. through,out thIe caillpUS. Two recent bond issues would have provided significant funds for these much needed improvements; both failed by a narrow margin. The physical facilities of the college will need a considerable infusion of funds to maintain or improve the services that the college provides for students and staff. Standard Nine: Financial Resources Since the previous accreditation site visit, the college has developed more formal financial procedures and established the Planning Council to help guide decisions about resource allocation. The Budget Review Committee and Budget Oversight Committees make recommendations about special funding and make recommendations for priorities and major categories for the college budget. All three of these groups have representatives from administration, faculty, and classified staff. The DVC Foundation is the primary fundraising unit for the college, and the Foundation has significantly increased its resources over the last four years. Overall, the college seems to be in sound financial condition with appropriate mechanisms in place for the allocation of financial resources. Standard Ten: Governance and Administration All constituent groups, administration, faculty, classified staff, and students, are well- represented in the governance and administration of the college. Each group participates through various committees, councils, task forces, senates, unions, and advisory groups that guide the work of the college. The publicly elected Governing Board is charged with the oversight of the educational programs in the district including the hiring and evaluation of the Chancellor and the confirmation of the college presidents. The President, who took office in 1996, has overseen significant changes in the size and complexity in the college, and was instrumental in developing the Strategic Plan, the guiding document for the overall improvement of the college. The President has a different approach and personal style than his predecessor, and 7 2/12/02 http://www.dvc.edu/accreditatiorilreportabstracthtm Page 7 of 7 Abstract of the Report there have been conflicts between him and the faculty. By policy, tradition, and statute, the college abides by the shared governance procedures of the state, but there has been considerable disagreement about whether shared governance procedures apply to numerous issues on campus. The Chancellor, who also took office in 1996, provides direction in planning and priorities for the district and therefore the colleges, but his leadership is looked at negatively by faculty and classified staff at the college. A more clearly delineated statement of the responsibilities of the district and the colleges might ease some of the tension. Perhaps despite considerable conflict, perhaps because of it, the college provides an excellent educational program to the community, and administrators, faculty, classified staff, and students take considerable pride in the work and accomplishments of Diablo Valley College. CCCC District I Contra Costa College I Diablo Valley College I Los Medanos College I San Ramon Valley Center (SRVC) Quick Find (also try our site index) Search the DVC Web Site ISelect Area-- Search 8 2/12/02 http://www.dvc.edu/accreditation/reportabstract.htm Page 1 of 2 Standards for Accreditation DIAaw VALLEY COLLEGE Accraditatinn SPllf-Study .,72E7-:WiTt71274'.-44-4 1 Standards for Accreditation Accreditation Self-Study Welcome Message The standards describe good practice in WASC web site community and junior college education. The Accrediting Commission for Community and Junior Standards Colleges has established its standards based on Draft Reports experience, research, and extensive consultation Supporting Documents with member institutions. Commission standards and policies are periodically reviewed and revised. Committee Revisions are made as needed and are based on Timeline research, the experience of the Commission and Other Colleges visiting teams, and comments of institutional representatives. Accreditation Webboard Midterm Report Update The Commission articulated five assumptions Self Study Organization which undergird the standards. We encourage Abstract of the Report institutions to remember these overarching goals as they interpret and use the standards in light of Background & Demographics individual mission and circumstance. Planning Summary Accreditation Addendum The diversity of the whole range of 1. institutions included in the region must be Accreditation Recommendations respected and accommodated, recognizing that good practice may be manifest in a wide range of practices and settings. 2. The standards focus on outcomes and accomplishments, embracing a model of accreditation which requires assessment of resources, processes, and outcomes at the institutional level. 3. The standards are statements of good practice in higher education and avoid language of compliance which might be linked to one system or set of statutes or regulations within the region. 4. The standards strive toward economy and clarity and avoid redundancy and ambiguity. 5. The standards recognize that the Accrediting Commission for Community and Junior Colleges is itself a part of a larger accrediting community which includes the other Commissions in the region, other regional institutional accreditors, and governmental and non-governmental agencies. The accreditation standards cover ten areas, each of which is designated as a major standard. The scope of each standards is described in a headnote. It is followed by numbered and lettered 9 2/12/02 http://www.dvc.edu/accreditation/standards.htm Page 2 of 2 Standards for Accreditation subsections which provide further definition to the standard. these nurnbered subsections identify uf thie standard, but &ley are majul LUI I IJUI II IL not designed to cover every facet of the standard. Institutions are expected to address each of the components set forth, and they are encouraged to include additional components if doing so would provide greater depth or more particular applicability to the individual institution. In preparing its self study, an institution is expected to present appropriate documentation to support its description and analysis of programs and services and evidence that it meets or exceeds the requirements for accreditation. The Guide to Self Study provides complete discussion of the Commission's expectations concerning evidence and documentation to be presented. It contains information, suggestions, and examples useful in conducting the institutional self study and preparing the accreditation report. Standard One: Institutional Mission Standard Two: Institutional Integrity Standard Three: Institutional Effectiveness Standard Four: Educational Programs Standard Five: Student Support and Development Standard Six: Information and Learning Resources Standard Seven: Faculty and Staff Standard Eight: Physical Resources Standard Nine: Financial Resources Standard Ten: Governance and Administration CCCC District I Contra Costa College I Diablo Valley College I Los Medanos College I San Ramon Valley Center (SRVC) Quick Find (also try our site index) Search the DVC Web Site j Search GO I--Select Area-- I 11:_1 10 http://www.dvc.edu/accreditation/standards.htm 2/12/02